LEADERSHIP

AND
MANAGEMENT
AT SCHOOL
LEADERSHIP
AT SCHOOL
 School (Educational) Leadership

• Is a process of inter action by which

human desire and purpose are being
advanced to attain the common good.
• It is evident that schools require effective
leaders and managers if they are to
achieve success and provide a world class
education for their learners.
• Is the process of enlisting and guiding the
talents and energies of teachers, pupils,
and parents toward achieving common
educational aims.
 The Leadership Role
1. Informal / Emergent Leadership
Informally, the role will
probably not possess a formal
status.

2. Formal / Assigned Leadership

The role possess a formal
status.
 Types of Leadership Styles
in Education
1. Hierarchical Style
• Based on the traditional method of
education, emphasis in a top-down
approach with formal authority and little
scope for participatory.
• Administrative head, the principal, carries
out all duties of a: planner, supervisor,
analyst, resource allocator, etc.
• A very straightforward with major
emphasis on efficiency, control, and
routines.
2. Transformational Style
• Based on working together to put in place
a mechanism that will win immediate
benefits and future ones.
• This leadership styles opens the door wide
for intellectual excitement, motivation
through values and a shared vision by
participation in leadership activities.
• This fosters a sense of purpose and
meaning to unite people for a better cause.
3. Facilitative Style
• Similar strategies used in transformational
styles, but more democratic as well as
interactive in practice.
• Works with the entire management,
offering partnership in preparing for the
future, promoting collective ideas by
being a part of the crowd, rather than
being at the center.
• Empowering the entire education system
is the primary goal.
 Essential Good Practices in
Leadership Development

 It is based on evidence from

research on school effectiveness
and the needs of school
This ensures that the modules
are tailored to the real-life demands
of school-level practice directed at
improving effectiveness.
 There’s a strong focus on
improving instruction

In particular, the use of data to

diagnose the learning needs of
students, providing feedback to
teachers on teaching practices and
planning professional development.
 It includes field experience and
other practical aspects
This exposes principals to
strategies which help them to improve
practices at the schools they lead. It
also helps the trainees to reflect on
what they have been aught in the
context of their own school and
provides an opportunity to implement
some of the innovative ideas shared
during the training.
 Trainers are certified and
practitioners are experienced
Trainers include highly
respected current or retired school
leaders and their expertise in their
respective fields is considered
exceptional. This ensures that the
courses are more authentic and
reflect real experiences.
Mentoring, coaching,
and feedback
From more seasoned
or even retired principals
recognized to have done
well as school leaders.
 Content is aligned with
professional leadership
standards
This provides common expectations
for knowledge, skills, and dispositions of
school leaders. It also strengthens the focus
on improving instruction. The standards are
used for performance appraisal of the school
leaders which further strengthens the role of
the standards in leadership development.
 Competence-based
training which involves
certification
Competency evaluation
includes both quantitative
and qualitative data and helps
to shift from acquisition of
knowledge to its use.
 Dimension for a
Competent Leadership
1. Charismatics Dimension
The leader is appealing, so it facilitates
other people to feel comfortable being with
him/her or them.

2. Emotional Dimension
Treat everyone with respect, kindness,
consideration and must recognize its merits and
qualities. Defends and promotes the dignity of
every person.
3. Anticipatory Dimension
See advance the most appropriate
strategies and activities more effective, as well
as predict the consequences or effects.

4. Professional Dimension
Promote the achievement of goals and
educational objectives and facilitate the ability
of the necessary resources and the use of precise
strategies to this institution and its members to
achievement the highest quality of education.
5. Participatory Dimension
The leader shows that the best way of
encouraging individual and groups towards a
smart and collaborative work is to encourage
them to offer their efforts along with others on
projects in which they are committed for having
participated.

6. Cultural Dimension
Promote the consolidation of the particular
culture or specific profile of the institution.
7. The Administrative Dimension
Has to do the purely administrative
routines and the fulfillment of bureaucratic
activities.

8. The Formative Dimension

The leader cares about its own education
and training and try to promote the continuing
education of persons on which exercises its
leadership.
MANAGEMENT
AT SCHOOL
 MANAGEMENT

a. Means a group of functional

people that organizes and
supervises to control business
or organization with specific
objectives.
b. It also means a performance,
process or an activity to achieve the
specific objectives for the uplift of
any organism, body or community.

 Schools need leaders with a vision

for improving the school’s learning
environment within functioning
School Based Management (SBM)
System
 SCHOOL-BASED
MANAGEMENT
 SBM is a strategy to improve
education by transferring
significant decision-making
authority from state and
district offices to individual
schools.
 SBM provides principals, teachers,
students, and parents greater control
over educational processes by giving
them responsibility for decisions
about the budget, personnel, and the
curriculum.

 SBM ACCESs – (A Child- and

Community-Centered Education
System)
SBM SYSTEM is guided by FOUR ACCESs
principles on:

1. Leadership and Governance;

2. Curriculum and Learning;
3. Management of Resources; and
4. Accountability for Continuous
Improvement
A. LEADERSHIP & GOVERNANCE

 A network of leadership that

provides the vision and direction to
the education system making it
relevant and responsive to the
contexts of diverse community.
1. SIP (School Improvement Plan)
2. Priority Improvement Areas
3. Community-Based Child Mapping
4. Organizational Structures
Faculty and Staff
• Citizens Charter
• SGC
• GPTA
• Brigada Eskwela
5. Minutes of Meeting- (Parent &
Teacher Conference)
• Quarterly
6. INSET (Professional Development)
7. Teacher Induction Program (TIP)
8. Action Plans to address
school needs
9. Monitoring & Coaching
Activities
10. School Partnership and
Outreach Program
11. School Report Card
B. CURRICULUM AND LEARNING

1.Curriculum Provision and Inclusion

Education
• K to 12 Curriculum
• Classroom Observation
• Action Research
• Bench Marking

2.Localization
. Community Map/Community Trivia
. Sample localized lesson plans
. Action Plan
. Story book produces by the teachers
• Integration of Community Programs and
Projects in Daily Lesson
• Action Research

3.Assessment Tools- Reviewed/Assessment

Results
• Quizzes with TOS/Item Analysis
• LAPG & other Assessment Results
• Phil. IRI
• Intervention Programs
4.Child Protection Aligned to VMG
• Child Protection Policy
• Anti-Bullying
• Inclusion Education
• Advocacy Campaign on Rights of Learners
(GAD)

5.Development of Self-Directed Learners

Homeroom Officers, Red Cross, YES-O,
Scouting
Bench-marking/ Sharing of Best Practices.
C. MANAGEMENT OF RESOURCES

 Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency
 These include financial resources, inventory,
human skills, production resources, IT
(information technology)

1.Inventory of School Resources

• School Physical Equipment Inventory
• Physical Count of K-12 Books Inventory
2.School Improvement Program
• Stakeholder’s participation
various activities and Programs
of school.
• Receiving donation (Ex. Rotary
Club)

3.Deed of Donation
D. ACCOUNTABILITY FOR
CONTINUOUS IMPROVEMENT

 A clear, transparent, inclusive, and

responsive accountability system is
in place, collaboratively developed
by community stakeholders, which
monitors expected and actual
performance, continually addresses
the gaps, and ensures a venue for
feedback and redress.
Scope of Accountability and Continuous
Improvement
1.Minutes of Meeting
2.Accomplishment Reports
3.Recognition Programs and Rewards, Incentive
System with Guidelines
4.School Rules and Regulations
5.Assessment Tools
6.School Based Project
7.Maintenance and Rehabilitation Project for
Physical Facilities
 Brigada Eskwela
 Disaster Risk Reduction
 BENEFITS OF SCHOOL-BASED
MANAGEMENT

1.Allow competent individuals in the

schools to make decisions that will
improve learning.
2.Give the entire school community a
voice in key decision.
3.Focus accountability for decisions.
4.Lead to greater creativity in the
design of programs.
5.Redirect resources to support the
goals developed in school.
6.Lead to realistic budgeting as
parents and teachers become more
aware of the school’s financial
status, spending limitations, and the
cost of its programs
7.Improve morale of teachers and
nurture new leadership at all levels.
THANK YOU!
 Reporters
Rodelyn E. Cioco
Maricris A. Tatad